Continuous Provision Area: Writing

Continuous Provision: INVESTIGATION/SCIENTIFIC ENQUIRY & TECHNOLOGY Homerton

Development Matters: Key Learning Intentions 30-50 and 40-60 months

Personal, social, emotional Physical development Mathematical development development  Observes the effects of activity on their  Uses some number names and number  Initiates play, offering cues to peers bodies. language spontaneously. to join them.  Understands that equipment and tools have to  Uses some number names accurately in  Begins to accept the needs of others be used safely. play. and can take turns and share  Shows some understanding that good  Sometimes matches numeral and quantity resources, sometimes with support. practices with regard to exercise, eating, correctly.  Can select and use activities and sleeping and hygiene can contribute to good  Compares two groups of objects, saying resources with help. health. when they have the same number.  Can usually adapt behaviour to  Counts objects to 10, and beginning to different events, social situations and Understanding the world count beyond 10. changes in routine.  Comments and asks questions about aspects  Is more outgoing towards unfamiliar of their familiar world such as the place where Expressive arts and design people and more confident in new they live or the natural world.  Notices what adults do, imitating what is social situations.  Developing an understanding of growth, decay observed and then doing it spontaneously and changes over time. when the adult is not there. Communication and language  Talks about why things happen and how things  Beginning to be interested in and describe  Is able to follow directions (if not work. the texture of things. intently focused on own).  Shows an interest in technological toys with  Responds to simple instructions e.g. knobs or pulleys, or real objects such as Literacy to get or put away an object. cameras or mobile phones.  Uses vocabulary and forms of speech that  Beginning to use more complex  Shows care and concern for living things and are increasingly influenced by their sentences to link thoughts (e.g. using the environment. experiences of books. and or because).  Can talk about some of the things they have  Knows information can be relayed in the  Extends vocabulary especially by observed such as plants, animals, natural and form of print. grouping and naming, exploring the found objects.  Enjoys an increasing range of books. meaning and sounds of new words.  Looks closely at similarities, differences,  Looks at books independently.  Questions why things happen and patterns and change.  Sometimes gives meaning to marks they gives explanations. Asks e.g. who,  Knows that information can be retrieved from make as they draw. what, when, how. computers/iPad  Attempts to write short sentences in  Uses ICT hardware to interact with age- meaningful contexts. appropriate computer/iPad software. A Unique Child: Positive Relationships: Enabling Environments: Learning and Development: Characteristics of learning  Practitioners to understand and  Support for the child in accessing and  Provide stimulating resources which are promote the next stages of child using resources independently. accessible and open-ended so they can be used, development.  Show and talk about strategies – how moved and combined in a variety of ways.  Practitioners to introduce and model to do things – including problem solving,  Plan activities that are opportunities for safe use of tools. thinking and learning. children to find their own ways to represent  Children to make choices about what  Give feedback and help children to and develop their ideas. Children to communicate their review their own progress and learning.  Ensure children have uninterrupted time to intentions. Talk with children about what they are play and explore.  materials they use. doing, how they plan to do it, what worked  Weekly planning meetings to discuss  Adults to encourage sustained well and what they would change next observations and incorporate the child’s next interaction through discussion and time. steps and interests in planning questioning.  Praising the child about his/her  Enhancements and making sure resources  Children’s own ideas and cultural achievements in the area. are relevant to children’s interests values are reflected in their work. Continuous Resources When children are Role of the adult Vocabulary working in this area they may be:  coloured acetate  estimating/compari  Comment on child’s play while playing  A wide-ranging vocabulary  hand lenses/torches ng alongside. should develop, depending on  sand timers/stop watch  measuring/timing  Supervise children and reinforce the activity and materials used  thermometers  planning/building issues relating to safety. together with appropriate adult  magnets/mirrors  computer skills  Model vocabulary and encourage modelling and support.  colour paddles  testing/observing children to discuss their thinking.  Children should be  books  sorting/counting  Ask open ended questions or make encouraged to ask questions,  video/camera  solving problems comments to stimulate thought and solve problems, design  software/app  formulating discussion. solutions and artefacts,  feely bag or box hypotheses  Model investigative skills and investigate alternative  collections of stones,  designing and language. strategies, co-operate, discuss shells, bark, corks, feathers, making artefacts  Encourage problem solving. and try out new ideas without wood, seed heads etc.  asking questions  Scribe the children’s ideas and fear of being wrong.  plants, bulbs, seeds,  recording encourage their mark making e.g. insects  developing recording observations and labelling.  digital microscope mathematical skills and  Make observations of the children’s  Natural objects language as well as learning and use these to plan further  Clipboards manipulative skills and experiences. sensory experiences